Empowering Minority Students: A Study of Cultural References in the Teaching Content

Autor/inn/en	Aasebø, Turid Skarre; Willbergh, Ilmi
Titel	Empowering Minority Students: A Study of Cultural References in the Teaching Content
Quelle	In: Journal of Curriculum Studies, 54 (2022) 5, S.618-631 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0272
DOI	10.1080/00220272.2022.2095877
Schlagwörter	Minority Group Students; Elementary School Students; Secondary School Students; Student Empowerment; Cultural Awareness; Multicultural Education; Cultural Differences; Diversity; Non Western Civilization; Foreign Countries; Teaching Methods; Norway + Suchen Sie Ihr Suchwort? Sekundarschüler; Studienberechtigung; Cultural identity; Kulturelle Identität; Multikulturelle Erziehung; Kultureller Unterschied; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Norwegen
Abstract	Using references to the world outside the classroom is an intrinsic part of teaching content. Cultural references, however, might present a challenge for minority students. This paper investigates how teaching can contribute to the empowerment of all students through a qualitative observational case study of two Norwegian primary and secondary schools. Plenary teaching in two classes at each school was observed for two weeks. Using an abductive research process inspired by linguistic translatory research and Bildung-centred general didactics, we developed categories of universal and particular cultural references in classroom teaching. Universal references are general topics concerning all human beings, while particular references presuppose knowledge of specific cultures. The results are discussed in relation to multicultural research, as well as the 'postcolonial paradox'. The article concludes that teaching can contribute to the empowerment of all students by combining universal and particular cultural references so that different realms of the human condition are displayed. The challenge for the teacher in this endeavour is to increase the use of non-Western references and to be aware of the postcolonial paradox as an inevitable dilemma when teaching in culturally diverse classrooms. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01